상호존중 자기표현 중심 인권교육 프로그램 실행과정에서의 아동의 변화 탐색

Abstract

Objective: The purpose of this study was to examine the implementation of a child human-rights education program based on mutual respect and self-expression and the changes among children who participated in the program in an effort to seek direction for child human-rights education. Methods: Eight sessions of the program were delivered to 25 students in a class of third graders for 5 weeks. To analyze and evaluate the changes of the children participating in the program, observational journals, research journals, child reviews of the program, questionnaires, and interview recordings were collected. Results: The results of this study were as follows. First, in the process of implementing the program, the children had positive experiences by reflecting on and fulfilling the learned concept of human rights in their lives. The children attempted to fulfill their own rights and those of others. Second, the children’s human-rights awareness, self-esteem, and sense of respect for others improved, and rights practices via active self-expression increased. Changes in the self and others could lead to human-rights-friendly classroom environments. Conclusion: The positive aspects of human-rights education via self-expression could guide human-rights education policies for elementary students and boost these skills in schools.